Applications and prospects for AI in mechanical engineering design

1990 ◽  
Vol 5 (3) ◽  
pp. 167-179 ◽  
Author(s):  
Ian M. Carter
Keyword(s):  
Engineering Design ◽  
Conceptual Design ◽  
Mechanical Engineering ◽  
Subject Area ◽  
Computer Support ◽  
Design Activity ◽  
Engineering Systems ◽  
Design Systems ◽  
Broad Subject ◽  
Future Topics

AbstractMechanical engineering design is a broad subject area covering many topics and bas influences upon many other engineering disciplines and activities. Computer support for mechanical engineering design activity has been in draughting Systems and analysis packages, but there has been little in conceptual design assistance. This paper presents a number of areas of work in which AI techniques and developments are being used, sometimes in conjunction with traditional methods, to improve the support of design. The approaches to design and design Systems are covered, along with some techniques that are used. Specifie design Systems illustrate progress, and integration issues and simultaneous engineering Systems indicate the way research is moving. Finally, discussion of the trends and future topics indicates where and how effort may be applied in the future.

Re-Interpretation of Conceptual Design Sketches in Mechanical Engineering

2001 ◽  
Author(s):  
Martin Pache ◽  
Anne Roemer ◽  
Udo Lindemann ◽  
Winfried Hacker
Keyword(s):  
Engineering Design ◽  
Conceptual Design ◽  
Design Process ◽  
Mechanical Engineering ◽  
The Other ◽  
Levels Of Abstraction ◽  
Functional Elements ◽  
Functional Features ◽  
Different Levels

Abstract In this paper a case study on conceptual design in mechanical engineering design is presented. At first, an exemplary sketch from the design process is discussed with regard to the modality and level of abstraction of the elements used in this sketch. The possibility to predefine geometry of components, as well as functional features on different levels of abstraction provides clues for reinterpretation of the sketch. Furthermore a remarkable sequence of sketching is presented, that shows how reinterpretation of a sketch can result in significant changes of the conceptual solution. This may be due to the combination of geometrical and functional elements, that gain meaning within the overall context of the sketch only in combination with the other elements. Therefore recombination by reinterpretation may change this context entirely. The proposed mechanisms could not be verified due to the rareness of their occurrence, still these mechanisms may have a significant impact on a design process. Therefore this paper is supposed to provide hypotheses for further research on this subject.

scholarly journals Applying Engineering Design Ontology for Content Analysis of Team Conceptual Design Activity

2019 ◽  
Vol 1 (1) ◽  
pp. 2467-2476
Author(s):  
Tomislav Martinec ◽  
Stanko Škec ◽  
Jelena Šklebar ◽  
Mario Štorga
Keyword(s):  
Engineering Design ◽  
Conceptual Design ◽  
Design Activity ◽  
Functional Requirements ◽  
Analysis Method ◽  
Technical Process ◽  
Fine Grain ◽  
Component Design ◽  
Design Activities ◽  
Technical Solutions

AbstractStudies of design activity have been dominantly reporting on different aspects of the design process, rather than the content of designing. The aim of the presented research has been the development and application of an approach for a fine-grain analysis of the design content communicated between designers during the team conceptual design activities. The proposed approach builds on an engineering design ontology as a foundation for the content categorisation. Two teams have been studied using the protocol analysis method. The coded protocols offered fine-grain descriptions of the content communicated at different points in the design session and enabled comparison of teams’ approaches and deriving some generalisable findings. For example, it has been shown that both teams focused primarily on the use of the developed product and the operands within the technical process, in order to generate new technical solutions and initial component design. Moreover, teams exhibit progress from abstract to concrete solutions as the sessions proceeded and focused on the functional requirements towards the end of the sessions.

TO THE QUESTION OF THE SYSTEMATIC NATURE OF ELECTRONIC EDUCATIONAL MATERIALS FOR HIGHER EDUCATION

2019 ◽  
pp. 54-62
Author(s):  
K. R. Ovchinnikova
Keyword(s):  
Learning Process ◽  
Information Technologies ◽  
Electronic Materials ◽  
Subject Area ◽  
Design Activity ◽  
Learning Technology ◽  
Educational Materials ◽  
Scientific Publications ◽  
Structured Information ◽  
Single Complex

The relevance of the issue under consideration in the article is connected with the confusion in scientific publications of the concepts of “electronic educational materials” and “electronic educational resources”. The article discusses the concept of “electronic educational materials” from the perspective of general systems theory. And their system character is proved. This allows them to be represented as a single complex of structured information of a specific subject area and didactic materials. These didactic materials support the learning process at all stages of its didactic cycle in accordance with the chosen learning technology based on the didactic capabilities of information technologies. It is concluded that the system of high school electronic materials allows to expand the boundaries of the design activity of the teacher, provide management of the student’s thinking activity, to implement a competence approach to the learning process at university

MODELING AN ABBREVIATED PRODUCT DESIGN CYCLE IN A FIRST-YEAR ENGINEERING DESIGN COURSE

2012 ◽  
Author(s):  
Patricia Kristine Sheridan ◽  
Jason A Foster ◽  
Geoffrey S Frost
Keyword(s):  
Product Design ◽  
Engineering Design ◽  
Conceptual Design ◽  
Design Project ◽  
University Of Toronto ◽  
Praxis Ii ◽  
Engineering Communication ◽  
Detail Design ◽  
Praxis I ◽  
Design Experience

All Engineering Science students at the University of Toronto take the cornerstone Praxis Sequence of engineering design courses. In the first course in the sequence, Praxis I, students practice three types of engineering design across three distinct design projects. Previously the final design project had the students first frame and then develop conceptual design solutions for a self-identified challenge. While this project succeeded in providing an appropriate foundational design experience, it failed to fully prepare students for the more complex design experience in Praxis II. The project also failed to ingrain the need for clear and concise engineering communication, and the students’ lack of understanding of detail design inhibited their ability to make practical and realistic design decisions. A revised Product Design project in Praxis I was designed with the primary aims of: (a) pushing students beyond the conceptual design phase of the design process, and (b) simulating a real-world work environment by: (i) increasing the interdependence between student teams and (ii) increasing the students’ perceived value of engineering communication.

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